The theoretical premise is that students are more likely to develop legal writing expertise when teachers use a feedback method that: (1) reinforces students' feelings of autonomy and competence; and (2) minimizes students' perception of the power imbalance between student and professor. ... Other students feel defeated by the challenges of the writing process, or by the experience of law school itself, and come to conferences disengaged or unprepared. ... While researchers continue to investigate what variables are most likely to promote and maintain students' intrinsic motivation, most teachers would agree that not all students are inherently interested in learning a subject or a skill. ... Although this Article focuses on using the Six-Step Feedback Model to help novice writers develop expertise, teachers can use the model in many other contexts.